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Social studies research has long advocated inquiry as a desired instructional practice, but the increasing emphasis on the role students’ questions should play in inquiry requires research into what social studies teachers can do to elevate the place of student questioning in classrooms. This study examined the attitudes and actions of two secondary social studies teachers who self-identified as advocates of student questioning and who desired to incorporate more student questioning into their instruction. This study used qualitative research methods and generated data through multiple interviews and classroom observations with each participant along with content analysis of classroom materials. Findings suggest that even though the participants approached student questioning in unique ways, they shared a need for curricular control, often triggered by the pressures of standardized assessments, which influenced how they incorporated student questioning into their classrooms. This study provides valuable insight into the promise of student questioning and factors that must be addressed if teachers are to incorporate student questioning in ways that foster meaningful inquiry.

The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA.

This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers.

There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments).

The lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies.

Using Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change.

There is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments.

Studies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.

The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues.

The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities.

The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics.

Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

Beatrix Potter and Her Paint Box (McPhail, 2015) is a tranquil biography primarily focusing on the childhood of Beatrix Potter. This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, allows second-grade learners to explore the life of Beatrix Potter through this biography and to make connections to his or her own life. Learners move through four stages of inquiry in the C3 Framework. They examine the dust jacket and dual-image book cover for clues about the life of Beatrix Potter. Next, they engage in a read-aloud of the biography during which learners construct knowledge about the life of Beatrix Potter. Learners then create puppets and role play the life of Ms Potter. The lesson concludes with learners making comparisons between their own and Ms Potter’s life. The paper aims to discuss these issues.

This is a lesson plan that is intended for second grade students. The duration of the lesson is approximately 90 minutes in length. The lesson utilizes the Whole Book Approach (WBA). The WBA is “an intentional, inquiry-based approach to reading aloud that puts art and design [and children’s responses to them] at the center of the storytime experience” (Lambert et al., 2015, p. 81). During the lesson, the teacher utilizes the WBA through asking open-ended questions as she/he reads aloud. The students and the teacher co-construct meaning through a dialogue about the text and images within the text. The lesson also includes the Role-Playing Characters to Understand Them Better (adapted) approach. This fiction reading strategy is adapted for informational text, a biography, for this lesson. Rather than role-playing a character, students role-play real people: Beatrix Potter & her family, and themselves. Serravallo (2015) writes about this strategy, “Sometimes the best way to get to know our characters is to stand in their shoes-to do what they do, say what they say, and act how they act. With a partner[…] Using puppets or props, act out the scene. Try to talk in the voice of the character, and move the puppet just like the character would. When you finish creating the scene, stop and talk about what you think about the characters” (p. 172). Students will create paper puppets and role-play events from Beatrix Potter’s life as depicted in the biography. Students use a puppet of themselves to talk with Beatrix about how the student's life is similar to and different from Beatrix’s life. McPhail, D. (2015), Beatrix Potter and Her Paint Box, New York, Henry Holt and Co.; National Council for the Social Studies Notable Trade Book for Young People (2016); JLG Category – Genre: Nonfiction, Lexile Level: AD790L, Elementary Grades K-2, ISBN: 9780805091700 (Junior Library Guild, 2016); the duration of the lesson is approximately 90 minutes: second grade.

Little Beatrix Potter loved art. At an early age, she received her mother’s paint box. Beatrix Potter spent hours painting things she loved, like the animals she kept as pets. Her family traveled from their home in London to spend Summers in the country. She loved it there. She spent her time painting her surroundings. When she was older she learned of a young boy who was ill, and confined to bed. So, she wrote him a story and drew illustrations for the story. This story was later published as her first book, The Tale of Peter Rabbit. Beatrix Potter went on to publish many other animal tales that became popular across the world and beloved for generations.

This lesson plan is aligned with the NCSS theme number 10, individual development and identity.

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

This study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the Sexes, have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use.

Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use?

Five themes surfaced in the films 42 and Battle of the Sexes: economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education.

Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films.

The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue.

This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems.

Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events.

After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners.

This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.

This study aims to present a new framework for ethical creation and evaluation of multi-perspective knowledge organization systems.

Applying Held's understanding of the ethics of care, this paper proposes five operative criteria for ethical building and evaluation of multi-perspective knowledge representation and organization systems.

This paper argues that a carefully designed multipoint view of representation and organization conforms to the proposed ethical criteria and shifts concerns associated with the expectation of neutrality of library information professionals to the necessity to humanize and diversify the representation and organization of knowledge to build inclusive and equitable systems.

This paper presents multi-perspectiveness as key to ethical knowledge organization. The paper proposes a generic taxonomy of the main stages in the creation of multi-perspective knowledge representation and organization systems and demonstrates how to apply the proposed framework in each stage to ensure ethical outcomes.

This article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.

The article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.

The continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.

This article offers a new tool for teachers and supervisors to use in improving instruction.

US president Donald J. Trump has referred to the coronavirus disease (COVID-19) as the “Chinese” virus. Trump's choice of terms (i.e. naming) provides an illustrative entry point concerning the politics of naming and how analysis of language used within historical and political contexts can be used to engage students with global education principles.

This work aims to extend Hanvey's (1976) notion of perspective consciousness to include critical elements (e.g. Andreotti, 2014) that aim to uncover power structures that ultimately shape worldviews and manifest in communicative signs/signals (e.g. language). Utilizing Dewey's invocation of language as the “tool of tools,” the authors provide a series of three classroom-ready inquiries that serve to foster critical global citizenship education.

Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them.

Research has suggested the concept “global” is understood by much of the world as an instrument of US hegemony that commonly normalizes Western supremacy myths (see Andreotti, 2014; Myers, 2006). Running parallel with these concerns are research findings that suggest practitioner avoidance of global citizenship education (see Cogan and Grossman, 2009; Merryfield and Kasai, 2010; Zong, 2009). With these concerns in mind, this work provides teachers with accessible tools that promote critical notions of global citizenship education in the classroom.